Measure+to+the+Finish

=__Measure to the Finish__ = Melissa Richardson, onlythroughyou74@yahoo.com 

Instructional Objective
This game is designed to help students practice measuring using metric tool. The objectives covered in __Measuring to the Finish__ includes the following standards from the National Council of Teachers of Mathematics (NCTM):


 * M4e:** estimate measurements using a personal reference
 * M4f:** uses appropriate measurement tools and techniques to construct a figure
 * M5c:** support a conclusion or a prediction with evidence from data
 * M5g:** select a question for study, predict possible outcomes, conduct simple experiments, and compare results to predictions
 * M6a:** monitor and reflect on the process of mathematical problem solving

Learners & Context of Use
The game is best suited for upper level elementary students 3rd-6th, but specially 3rd grade students. The game can be played in the classroom and at home comfortably. Depending on the amount of games being played simultaneously, in the class, the students would need enough room for the players and the board. __Measure to the Finish__ can be played more than once because the Hurdle cards provide a variety of risk. In addition, the distance that the player can move changes with the roll of the die. Before students play the game, the teacher should demonstrate with a student or invite two students to model playing the game via a SMART board or E.L.M.O. machine. As the game is modeled the teacher can explain appropriate and inappropriate moves. During modeling, students should be encouraged to ask questions. The game can be extended to cover other math standards. The students could be challenged with a extension task, for example, "Identify all of the angles on the board. Then measure the angle with a protractor to record the measurements. Then identify the type of angle."

Competing Products
Measurement board games were found at Educational Learning Games website. The games most similar to my game includes: __Measuring Monkeys__, __Measuring Marathon__, and __Angleside School Adventure__. Refer to the chart below for similarities, differences, and how the game is better.

Measure to the Finish – using a centimeter ruler, the player rolls a die (or spins a spinner) to measure a length to an exact location, without overshooting the location; at each location the player must pull a card to carry out a measurement task (shortcut or obstacle); the first to the finish line wins §  the piece moves according to a specific unit of measure §  the piece runs the risk of moving back to a previous location §  the first player to reach the end wins §  practice reading a ruler || Measuring Monkeys: §  inches are used as the unit of measurement-difference §  choice of levels to play ( measure 1” or ¼”) –different and better §  color-coded for each unit of measure –different and better || §  player must race to the end of the board §  standard measurement of length is used || Measuring Marathon : §  multiple units of measurement are used-different §  answers to multiple choice questions helps the player move to the finish line-different || §  measuring tool used to navigate the player’s piece §  practice of measurement skills || Angleside School Adventure: §  cards direct players to measure, compare, and categorize angles-different and better ||
 * = **__My Game__** || **__Similarities__** || **__Differences/How is it Better__** ||
 * Measure to the Finish – using a centimeter ruler, the player rolls a die (or spins a spinner) to measure a length to an exact location, without overshooting the location; at each location the player must pull a card to carry out a measurement task (shortcut or obstacle); the first to the finish line wins || Measuring Monkeys:
 * Measure to the Finish – using a centimeter ruler, the player rolls a die (or spins a spinner) to measure a length to an exact location, without overshooting the location; at each location the player must pull a card to carry out a measurement task (shortcut or obstacle); the first to the finish line wins || Measuring Marathon :
 * Measure to the Finish – using a centimeter ruler, the player rolls a die (or spins a spinner) to measure a length to an exact location, without overshooting the location; at each location the player must pull a card to carry out a measurement task (shortcut or obstacle); the first to the finish line wins || Angleside School Adventure:

**Object of the Game**
The object of the game is for the players to measure their way to specific locations labeled on the board, without overshooting the locations. Each player is striving to be the first person to reach the final location.

Content Analysis
Visit the __Measure to the Finish__ Board Game Content Analysis.

**Game Materials** **Plastic or Paper -**The ruler will be used to measure the distance that the piece travels.


 * [[file:Runner Pieces.pdf]]**-The pieces signify the players. Each plastic or cardboard figure will be made up different characters in a running position. The piece will fit inside a plastic color-coded stand to help indentify each player.


 * [[file:Paper Die.pdf]]**- The die will be used to help signify the cetimeter distance that the player will measure. Each number on the die will signify a certain centimeter measurement. For example, 1 on the die is equals a 2cm distance that the player measures.


 * [[file:Game Board.pdf]]**-The board is in the shape of a rectangle. The locations that each player must get to will be marked with a number, ex. 1, 2, 3, so that the player knows the path they should go.

**-**The Hurdle cards will either provide playerwith measuring tasks that will advance them closer to the finish line or take them back to a certain distance. The cards will include addition and subtraction.


 * [[file:Runner's Log.pdf]]-**The log sheet will allow the players to log the distance they have traveled and the total they have traveled. The sheet will also include a chart that allows the player to label the amount of centimeters they will go for each number die. The teacher will provide the amount of centimeters that will correspond to the number on the die.
 * dry erase markers or transparent overlay**-I haven't cemented myself to one or the other however, what follows is my current thinking. The dry erase markers will be used to mark and draw the centimeter line segments. Each player will use the color of the marker that coincides with the color of their piece. An alternative could be that an transparent overlay is attaced to the board, which allows the players to mark on the overlay.


 * dry eraser**-The eraser would be used to erase mistakes or alter line segments according choices they make or tasks given to them by the hurdle cards.

Time Required
The game requires a setup time of about 5 minutes. The game could last up to 30 minutes. However, since the game can stop at anytime and continue at the next play session, it could last earlier or later. The players record their distances, so this will allow them to begin the game at a later time.

The Rules
Click on the attachment for detailed instructions.

1. Each player places their piece at the Start position. Each player rolls the die to see the order in which they will move. The higest number goes first, the second highest number goes second, and so on.

2. The player will record all of their measurements on the Runner's Log. The distance will be recorded after the die is rolled and before they begin measuring the distance on the board or "race".

3. The length of the drawn line segment will correspond with the amount rolled on the die. The line segment can be drawn at an angle so that the exact location is reached.

4. Each player must race to each location on the board in the order labeled on the board. For example, each player must go to location 1 first, location 2 second, location 3 third and so on.

5. If the player rolls a die and the player knows that the endpoint of the line segment will most likely not land on the exact location, the player can choose to skip their turn or opt for drawing the line segment at an angle, so that they can try a different path to get to the location. Once the player decides to draw a line segment, the player cannot change their mind and decide to skip their turn.

6. When a player lands on a location they must draw a Hurdle card from the stack. The player must carry out the action on the card and record any additions or subtractions of centimeters.

7. The winner is the player that measures "races" to each location and gets to the finish line first.

Challenge and control are the two strengths of this game. The players are challenged with the task of measuring something that may or may not reach the intended location. They will also have to make the best choice, in regards to, knowing when they should measure at an angle to reach the exact location. The Malone and Lepper article states that a challenging activity "must provide goals such that goal attainment is uncertain". Another component of the game is to provide the player with tasks that will challenge them with measuring tasks that help to meet their instructional goal. The shortcuts, obstacles (increased challenges), and the goal of getting to the finish line before their opponent (motivation), can provide the ingredients needed for the player to get to and remain in the flow state as described by Csikszentmihalyi.
 * Motivational Issues **

The control aspect is present in the game because the player can decide if they should take a chance and measure at an angle or decide to skip their turn. In Malone and Lepper's article they quote Professor Deci. He explains that "intrinsic motivation as a striving for competence and self-determination or control.

Design Process
The design of this game was influenced by a similar game that my students played in small groups. The game was played on a 8 1/2" x 11" paper board with pencils and a die. Each player measured to locations on the page. The Game Analysis activity assisted me in adding appropriate components to my game like shortcuts, obstacles, choices, decisions, and a variety of risk. My first idea was to add extensions to this game. For instance, the teacher could set different goals for the game. For one game the players may have to try to race to the finish with the least amount of centimeters traveled. The teacher could also require that line segments that join should form angles when possible. Then the students go back and measure the angles. The highest angle sum could be the end goal. I gathered background information by viewing similar games that incorporated measurement, Measuring Monkeys and Angleside School Adventure Game. The two games provided some unique ways that students could practice measuring. I was given feedback from various sources. A class member suggested that the runner pieces be excluded, since each player used a different color pencil to signify their runner. I yielded to this suggestion and removed the pieces from the final game draft. After meeting with the professor, it was suggested to test my prototype. The game was also tested by elementary aged students. They were asked about their opinion concerning the rules and the concept of the game. The students commented that is was fun. During my observation, the students had questions about how and when they could measure. To help clarify I added detailed instructions to the game. I enjoyed reading the articles, especially the Condition of Flow article. It provided vivid examples of appropriate components that an educational game should have to be effective. I feel I have created a game that encompasses those components.